Dr. Jessica Hunt began her career in education as a middle school mathematics teacher in a technology demonstration school in Florida. From that work, she grew to love teaching students at risk for mathematics difficulties or disabilities. Hunt argues that mathematics instruction for these students should work to (a) uncover students’ strengths, (b) give them access to their mathematical reasoning, and (c) support the advance of that reasoning.
Tips for Increasing Learner Engagement During Educator-Designed Instructional Videos
Check out these five tips learned by Friday Institute staff and faculty during their work on the At-Home Learning Initiative.
Study Co-authored by Associate Professor Jessica Hunt, Research Associate Rebekah Davis Highlights Teacher Innovations in Broadcast Pedagogy for Mathematics
A recent study written by NC State College of Education Associate Professor and Friday Institute Faculty Fellow Jessica Hunt, Friday Institute Research Associate Rebekah Davis and Graduate Research Assistant Alejandra Duarte is contributing to research on how practices valued in mathematics classrooms might be adapted for broadcast television.
Ask the Expert: How Can Teaching Math From a Strengths-based Perspective Help Students Succeed? ‘When Teachers Utilize a Student’s Strengths, They Position Them as Already Possessing a Way of Knowledge That They Use To Understand the World,’ Says Associate Professor Jessica Hunt
Students’ thinking is often evaluated from a deficit standpoint, focusing on what they don’t yet know, says Associate Professor Jessica Hunt, Ph.D. This is especially true when it comes to teaching mathematics to students with disabilities. Instead of focusing on what students don’t know, Hunt says it is best for teachers to approach lessons from a strengths-based perspective.